Body Systems Unit Plan 2

Human Body Systems
Grade Level: Fifth Grade

Brianna Ceccolini

This learning segment allows students to explore the parts and purposes of
five different human body systems. Students will begin with an
introduction to the human body systems using a See, Notice, Wonder
activity with visuals and a read aloud. This will tap into students’ prior
knowledge of their body systems and what parts of the body they are
familiar with. The students will then spend each day learning about a
different body system, it’s important part, and the process that is carried
out. Students will be learning this information through various visuals,
videos, and kinesthetic activities. Finally, students will use the knowledge
they have gained to aid their team in a whole class Human Body Systems
Jeopardy game.

Timeline
Lesson Title Prep Time Implementation Description
Time
1. Introduction to 1 hour 40 minutes This lesson focuses on

the Human Body introducing students to
the human body
systems and activating
their prior knowledge.
Students will be
participating in a See,
Notice, Wonder activity
when provided with an
image of the five body
systems discussed in the
unit. This activity will
tell me what students
observe, what
connections they can
make, and what they are
curious about. Students
will also be provided
with background
knowledge for future
lessons by listening to a
read aloud of The Magic
School Bus: Inside the
Human Body.
2. Skeletal and 1 day 40 minutes Students will spend the

Muscular System first half of the period
learning about the
skeletal system.
Students will discuss the
importance of the
skeletal system, how to
take care of our bones,
and how doctors are
able to check if we have
broken bones. Students
will discuss the
muscular system during
the second half of the
period. They will be
participating in quick,
independent physical
exercises and
identifying what
muscles they need to
complete these
exercises.
3. Circulatory 1 hour 40 minutes This lesson will include

System viewing a video about
the three types of blood
cells in the circulatory
system. The students
will also be learning how
to check their resting
heart rate while sitting
and active heart rate
after exercising. Lastly,
students will be
assigned roles from the
circulatory system and
requested to act it out
together.
4. Digestive 1 hour 40 minutes This lesson will include

System students viewing a
diagram of the digestive
system so that they may
connect a visualization
to the parts and process
of the digestive system.
Students’ table groups
will also be assigned a
significant part of the
digestive system and
must share with the
class what their
assigned part is
responsible for.
Students will end this
lesson by filling out a
flow chart that shows
the process of digestion.
5. Nervous System 1 hour 40 minutes In this lesson, students

will learn about the
nervous system through
various activities from
Mystery Science. First,
students will watch
various videos that
describe how nerves
work with the brain to
absorb information and
decide on how to react.
The activities students
will be doing test their
nerves and reactions.
6. Human Body 1 hour 40 minutes In this lesson, students

Systems Jeopardy will collaborate with
their table groups to
answer questions about
the various human body
systems we have
discussed. This will
allow students to review
the information we have
covered in this unit
through a fun and
interactive activity.

Lesson 1 - Introduction to the Human Body
1/13/2019
Fifth Grade
Introduction to Human Body Systems (Unit Plan Lesson #1)
Discipline Content Area(s): STEM
Time Required for Lesson: 40 minutes
Class Description: The class participating in this lesson consists twenty fifth grade students, six
of whom are special education students and fourteen of whom are general education students.
One student possesses an IEP that allows the use of speech to text technology when composing a
piece of writing. Another student also possesses a 504 plan that allows him to use a reader strip
when reading, as well as have him repeat directions back to me. Many of these students also
possess a reading level that is below grade level for fifth grade.
Student Needs Assessment: At the moment, the students have been introduced to basic
information about the human body through occasional conversations, such as a discussion about
sneezing, as well as their own experiences, such as feeling sick or injured. Due to this, I have
prepared this introduction lesson in order to gradually introduce information about the human
body, its parts, and its systems to the students. This lesson also focuses around a lower level of
Bloom’s Taxonomy, which is suitable since the students are only beginning to formally learn
about their body. After participating in a few activities and relating their knowledge of body
parts from personal experiences to what is being discussed during the lesson, students will have
developed some level of foundational knowledge that can be built upon as we progress in the
unit plan and discuss five human body systems in more detail.
Central Focus and Purpose (rationale) for the Lesson: The central focus of this lesson is to
identify at least three body systems that work together in the human body after listening to
Joanna Cole’s The Magic School Bus: Inside The Human Body. Before students attempt to
accomplish this objective, they will first be participating in a couple activities to get their minds
thinking about the human body. These activities consist of a “Fill the Board” activity, which will
assess prior knowledge, and a “See, Notice, Wonder” activity, which will most likely expose
students to new information through visualizations. It is important for students to start thinking
about the human body and the systems that make up the human body because the students will
be going into more details about each body system as this unit progresses. It is also important for
students to learn about the human body systems so that they are more aware of how to take care
of their own body.
Common Core State Standard(s)/NYS Standard(s):

● NGSS 5-LS2-1: A system can be described in terms of its components and their
interactions.
● NGSS 5-PS2-1: Cause and effect relationships are routinely identified and used to
explain change.
Objectives:
● When presented with Joanna Cole’s The Magic School Bus: Inside the Human Body,
students will identify at least three body systems that work together in the human body.
Multiple Assessment Strategies:
● Prior Knowledge: Students should be familiar with the most important parts of the
human body, whether it be parts that are visible on the outside of the body, such as eyes,
ears, and hands, or parts that are inside the body, such as the heart, lungs, and brain. In
addition, students should be relatively familiar with the function of the most significant
parts of the body. For instance, students should be familiar with lungs being used to
breath, eyes being used to see, and ears being used to hear.
● Pre-Assessment: For a pre-assessment, I will be conducting a “Fill The Board” activity
in which students must share as much as they know about the human body while I record
their thoughts on a blank projector screen. The objective of this activity is for students to
share enough information to fill the blank screen with their knowledge. This will also
inform me of what students’ prior knowledge consists of regarding the human body, its
parts, and its body systems.
● Formative Assessment: For a formative assessment, I will be conducting a “See, Notice,
Wonder” activity in which students are presented with images of the body system and
work in groups to record what they see in the pictures, what connections they make based
on the pictures, and what questions they have about the human body. I will also be
observing during this activity, as well as during the read aloud of The Magic School Bus:
Inside the Human Body.
● Post-Assessment: For a post-assessment, I will be instructing students to record at least
three body systems they recall seeing during the read aloud of The Magic School Bus:
Inside The Human Body. This will inform me about if the students were paying attention,
as well as if the students were able to identify a body system based on the images or
words in the book.
Academic Language:
Language function: identifying at least three body systems that work together
Discourse: This lesson encourages discourse because students will be conversing with their
classmates about their prior knowledge of the human body, as well as what they learned about
the human body and its body systems that work together. Students will be using some of the
content vocabulary shown below to specifically communicate their thoughts the way a scientist
would. By speaking like a scientist, the students will be reinforcing their knowledge of the body,
its parts, and its systems while simultaneously learning new information that builds off of their
foundational knowledge. This is significant because connecting the new information in this unit
plan to their prior knowledge will help the students better understand the concepts that will be
discussed later in the unit plan.
Content vocabulary: human body, cells, digest, energy, stomach, esophagus, muscle, small
intestine, large intestine, molecules, blood, blood vessels, plasma, white blood cell, red blood
cell, platelet, oxygen, heart, lungs, carbon dioxide, brain, nerve cells, eyes, ears, cerebellum,
brain stem, cerebral cortex, spinal cord
Materials Needed:
● One paperback copy of Joanna Cole’s The Magic School Bus: Inside the Human Body
● Projector
● Images of body systems (projected from computer)
● Chart Paper (See Notice Wonder) (4 pieces)
● Markers (4)
● Sticky notes (20)
● Pencils (20)
Instructional Procedures
● Engagement: To get the students’ minds thinking, I will be conducting a “Fill The
Board” activity in which students have to give me as much information as possible
regarding the human body. I will be recording their thoughts on a blank screen on the
projector.
● Exploration: I will be using the projector to display an image that shows diagrams of the
human body representing the different body systems. Students will be presented with a
“See, Notice, Wonder” table and instructed to complete it based upon what they see in
the picture, what connections do they notice, and what they wonder about the human
body.
● Explanation: Next, I will be conducting a read aloud of Joanna Cole’s The Magic
School Bus: Inside the Human Body to introduce students to the different body systems.
Conducting this read aloud will go further into detail about various human body systems
in a child-friendly way.
● Elaboration: If time permits, I may have students attempt to identify which body system
each image of the book is showing. This will be a challenge to students because we have
not yet learned about the details of any body systems.
● Evaluation: As a closing activity, I will provide each student with a sticky note and will
instruct them to write down three body systems they believe they saw in the book during
the read aloud. This will not only tell me if the students were paying attention, but also
inform me if the students were able to identify a body system based on the images or
words in the book.
Adaptations: Since there will be special education students present during this lesson, I will
have these students dispersed into groups with general education students in order to help them
during the “See, Notice, Wonder” activity. In addition, since there are a good amount of
struggling readers in this class, I will be reading aloud the book rather them instructing them to
independently read a text about body systems. This will allow students to focus on absorbing the
information rather than having them waste their energy on struggling to read.
Critical Reflection: This lesson connects and integrates students’ prior knowledge of the human
body and its parts. It also may connect to experiences that students may have had regarding the
human body, such as breaking a bone or eating a snack. Students will be applying their prior
knowledge to the new information they will be exposed to through visualizations, literature, and
other students’ comments. Understanding the basic information that is discussed during this
introduction lesson will be important for students to later apply during more in depth lessons
about the human body systems.
Connecting Students, Family, Teacher, Community, and/or School: This lesson connects to
students’ personal assets because it appeals to students’ learning preferences of collaborating
with a classmate on a classwork assignment. In addition, I believe that learning about the human
body systems is important because students should be aware of the processes that are happening
in their bodies and how those processes and systems keep them alive and able to carry out their
everyday activities. I also believe that knowing more about the human body will inform students
on how to better care for their body.
Resources:
The Magic School Bus: Inside The Human Body
https://inside.mines.edu/~nstambac/Body%20Systems%20Lesson%20Plan.pdf
https://paulsolarz.weebly.com/russell/human-body-research-paper

Next Generation Science Standards
https://www.nextgenscience.org
Lesson 2 - Skeletal and Muscular Systems
2/25/19
Fifth Grade
Skeletal / Muscular Body Systems (Unit Plan Lesson #2)
sneezing, as well as their own experiences, such as feeling sick or injured. They have also been
exposed to basic information about the human body during the introduction lesson they
participated in during break. This lesson includes some lower level verbs from Bloom’s
Taxonomy, such as identify and determine, as well as one slightly higher level verb, which is
perform. After participating in a few activities and relating their knowledge of the skeletal and
muscular systems personal experiences to what is being discussed during the lesson, students
will have developed a deeper understanding regarding the significance of the skeletal and
muscular body systems.
determine ways we can protect and strengthen bones, as well as identify what movements use
which specific muscles. In order to determine actions we can take to protect and strengthen the
bones that construct our skeletal system, students will first be discussing why we need bones.
They will also be observing what happens to bones if they are not taken care of. Students will
then use this information to discuss in small groups how to care for their skeletal system.
Students will also be identifying what movements use which specific muscles by performing a
variety of physical exercises. This will allow each student to physically feel their muscles
working. The students will then identify the muscles they used for each exercise they perform. It
is important for students to learn about the human body systems so that they are more aware of
how to take care of their own body.

interactions.
explain change.
Objectives:
● When presented with an egg soaking in vinegar and images of broken bones, students
will determine three ways we can protect and/or strengthen our bones.
● When presented with explicit instruction and demonstrations, students apply what they
observe and perform three physical exercises for thirty seconds each.
● After practicing three different physical exercises for thirty seconds each, students will
identify at least three different muscles that they felt were being used.

● Prior Knowledge: Students should have the prior knowledge that bones make up the
skeletal system. They should also know that they use muscles when they participate in
physical activity. In addition, student may know that the skeletal system and muscular
system are two human body systems because it was mentioned during the introductory
lesson.
● Pre-Assessment: I will be asking students questions, such as “Why do you think we have
bones?”, “What do you think bones are made of?”, and “Why do you think we have
muscles?” to gauge what level of prior knowledge my students possess regarding the
skeletal and muscular systems.
● Formative Assessment: I will be observing students as they participate in the Think /
Pair / Share activity to see how well students are able to apply their knowledge of bones
and the skeletal systems to finding strategies to protect and care for this body system. In
addition, I will be asking students to point to which muscles they feel are being worked
after they perform a physical exercise.
● Post-Assessment: I will be asking students to write down why the skeletal system and
muscular system are important to human life.
Academic Language:
Language function: determine three ways to protect / strengthen bones
Perform three physical exercises for thirty seconds each
Identify three different muscles that were worked during the exercises
Discourse: This lesson encourages discourse because students will be conversing with their
classmates about their prior knowledge of skeletal and muscular system. Students will be using
some of the content vocabulary shown below to specifically communicate their thoughts the way
a scientist would. By speaking like a scientist, the students will be reinforcing their knowledge of
the body, its parts, and its systems while simultaneously learning new information that builds off
of their foundational knowledge. This is significant because connecting the new information in
this unit plan to their prior knowledge will help the students better understand the concepts that
will be discussed later in the unit plan.
Content vocabulary: bones, skeleton, calcium, muscles, human body, exercise, protection,
contract, relaxation
Materials Needed:
● 1 egg
● 1 container to soak egg in vinegar
● At least 16 oz of vinegar
● Space to practice exercises
● Phone for timer
● Engagement: Ask students what they already know about their bones and muscles. Not
only does this introduce the lesson topic to the students, but it also encourages them to
pull from their prior knowledge and personal experiences.
● Exploration: Share egg with dissolved shell and have them observe how the vinegar
affected the calcium of the egg’s shell. Present students with images of broken bones.
Conduct a think, pair, share exercise about what happens if we don’t get enough calcium.
Demonstrate one exercise at a time and have students copy your movements for thirty
seconds before determining what muscles they used based on how their body feels.
● Explanation: Have students determine ways we can protect and strengthen our bones.
Inform students that humans would not be able to move if we only had bones, which is
why we need muscles!
● Elaboration: Discuss how bones are made up of calcium and how calcium intake is
necessary for bones to be strong. Discuss how students can take care of their muscles and
prevent them from being pulled or torn when participating in physical activity.
● Evaluation: Review the purpose of bones, muscles, and how they interact with each
other. This will assess whether or not students know the purposes of the skeletal and
muscular systems separately, as well as how the two systems work together.
Adaptations: Since students may not have experienced a broken bone before, I will be providing
images of x-ray scans in order for students to visualize what a broken bone looks like. I will also
be modeling the exercises that students will be doing in case they are not sure of how to perform
them. I will also display a picture labeling the general, larger muscles of the body so that
students will be able to determine what muscles they feel are being worked even if they do not
have prior knowledge of the muscles names.
human body, such as breaking a bone or feeling their muscles working when exercising. Students
will be applying their prior knowledge to the new information they will be exposed to through
visualizations, discussion, and activities. Understanding information about these two body
systems is important because all the body systems work together in order to help us live healthy
lives.
students’ personal assets because it appeals to students’ learning preferences of collaborating
with classmates and participating in kinesthetic activities. In addition, I believe that learning
about the human body systems is important because students should be aware of the processes
that are happening in their bodies and how those processes and systems keep them alive and able
to carry out their everyday activities. I also believe that knowing more about the human body
will inform students on how to better care for their body.
Resources:

https://www.nextgenscience.org/
The Body Systems Lesson Plan

Egg and Vinegar Experiment Image

https://www.google.com/search?q=egg+and+vinegar+experiment&hl=en&authuser=0&sou
rce=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjGtrvkoNbgAhUHVd8KHRrxDTUQ_
AUIDygC&biw=1366&bih=657#imgdii=WwLr9VA_Ci7r5M:&imgrc=Ih7GziX5H8Lf6M:
Muscle Diagram
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=potzXKPnBZC
OggfcuKzYAw&q=kid+friendly+muscle+diagram&oq=kid+friendly+muscle+&gs_l=img.3
.0.0i24.25164.27412..28397...0.0..0.175.1682.16j4......1....1..gws-wiz-img.......35i39j0j0i67j0i8i
30.kefl3-Vscds#imgrc=Mg-96nkkntBpEM:

Lesson 3 - Circulatory System
2/27/19
Fifth Grade
Circulatory System: Unit Plan Lesson #2
participated in during break. Students have also learned about the skeletal and muscular systems
through discussions and kinesthetic activities. In this lesson, students will begin learning about
the circulatory system. By the end of the lesson, the students will be performing at a higher level
of Bloom’s Taxonomy than previously achieved in this unit plan because the students will be
performing the process that takes place in the circulatory system.
measure one’s heart rate, as well as collaboratively perform the actions that occur during the
cycle of the circulatory system. In order to measure one’s heart rate, students will first watch as I
model how and where to take one’s pulse. After this, students will follow the same steps to take
their own pulse with addition instruction if necessary. In order to perform the actions that occur
during the cycle of the circulatory system, students will first be watching a video about the
system and participating in a discussion about what they observed in the video. In addition, the
activity in which they perform the actions of the circulatory system will be modeled prior to the
students performing these actions themselves. It is important for students to learn about the
circulatory system because the actions within this system, such as oxygenate blood being
pumped to the various body parts, affects the other body systems, such as the use of muscles in
the muscular system.

interactions.
explain change.
Objectives:
● When presented with a demonstration, students will be able to measure their heart rate at
least two times.
● When presented with a diagram of the circulatory system, students will be able to
perform the cycle of circulatory system at least three times.

● Prior Knowledge: Students should have prior knowledge about various body parts, as
well as the skeletal and muscular systems. The students should also know that they
possess a heart the beats in their chest, as well as blood that flows through their body.
Students may also briefly know what red blood cells and white blood cells are from the
book we read during the introduction lesson.
● Pre-Assessment: I will instruct students to partake in a Think / Pair / Share activity to
gauge what my students know the heart.
● Formative Assessment: Throughout the measuring pulse and acting out the circulatory
system activities, I will be circulating the room to observe the students as well as
conducting a fist to five assessment. The fist to five assessment will allow me to see how
students are rating their personal understanding of the information we are covering.
● Post-Assessment: For a post-assessment, I will be instructing students to fill out a web
activity sheet with facts, concepts, or ideas they learned about the circulatory system.
Academic Language:
Language function: Measure their heart rate
Perform the cycle of the circulatory system
Discourse: This lesson encourages discourse because students will be conversing in whole
class discussion about the video they view regarding the circulatory system, in small groups
about their predictions of whether active or resting heart rate is greater, and in whole class
discussion about why active heart rate is greater than resting heart rate. Students will be using
their prior knowledge, developing knowledge and the content vocabulary below to communicate
about the circulatory system the way a scientist would. Using these content vocabulary terms is
important because it will help students solidify their understanding of the circulatory system as
well as specify what aspect of the circulatory system students are referring to.
Content vocabulary: heart, lungs, blood, red blood cell, white blood cell, platelet, artery,
vein, capillary, oxygen, carbon dioxide, pumps
Materials Needed:
● Timer (1)
● Space to do exercise for active heart rate
● Papers (3) that say, heart, lungs, and body parts
● Index cards that say blood, oxygen, and carbon dioxide
● Projector for diagram of circulatory system
● Web to write what they know about circulatory system
● Engagement: I will be conducting a Think / Pair / Share exercise regarding what
students know about the heart.
● Exploration: First, I will present students with a video that explains the basics of the
circulatory system. I will then conduct a whole class discussion on what they learned
about the parts and purpose of the circulatory system.
● Explanation: Next, I will define heart rate as the speed of your heartbeat or how many
beats of the heart happen each minute. I will instruct students to measure their resting
heart rate by telling them to place their index and middle finger on the inside of the wrist
(radial artery) or on their neck (carotid artery) and count how many beats they feel during
a ten second period. The students will then multiply this number by six to calculate their
resting heart rate. The students will then predict whether their heart rate after running in
place for a minute. After running in place for a minute, the students will measure their
heart rate again in order to determine their active heart rate. We will then discuss why the
active heart rate is higher than the resting heart rate.
● Elaboration:. Students will then be assigned roles to act out the circulatory system’s
process. The students will be assigned the roles of “heart”, “lungs”, “blood”, and “body
parts”. The “blood” students will start at the heart and move to the “lungs” students to
collect oxygen. The “blood” students will return to the “heart” students with the oxygen
and be pumped to the “body part” students. The “body part” students will take the oxygen
from the “blood” students and perform an action using their assigned body part. They
will then give “blood” students carbon dioxide, and the “blood” students will move back
to the “heart” students. The “heart” students will pump the “blood” students to the
“lungs” students to trade their carbon dioxide for oxygen; then the “blood” students will
return to the heart to repeat the process.
● Evaluation: As a closure, the students will fill out a web activity sheet with what they
learned about the circulatory system. This will allow me to individually assess how much
information and what specific information each student retained about the circulatory
system.
Adaptations: Since some students have difficulty with comprehending and applying directions
that were given, I will be having Mrs. Hogan and Mrs. Knapp provide assistance when students
are trying to find their pulse, as well as when students are acting out the process of the
circulatory system. I believe that students will be requiring assistance with these tasks because
they may feel confused about what to do or why we’re doing it. Since I anticipate these two
exercises to require the most assistance, I will also be modeling these exercises before having
students try them.
human body, such as breaking a bone or feeling their muscles working when exercising. Students
will be applying their prior knowledge to the new information they will be exposed to through
visualizations, discussion, and activities. Understanding information about these body systems is
important because all the body systems work together in order to help us live healthy lives.
students’ experiences in school, specifically in physical education. While participating in
physical education classes, students have most likely heard of or possibly done the exercises that
will be included in this lesson. Physical education has also allowed students to feel the difference
between their resting heart rate and their active heart rate, even though they are most likely not
familiar with these concepts yet.
Resources:


Circulatory System video

https://www.youtube.com/watch?v=TmcXm-8H-ks
Schoolhouse Rock – Do the Circulation video

https://www.youtube.com/watch?v=5tTkxYeNF9Q

Lesson 4 - Digestive System
2/29/19
Fifth Grade
Digestive System
participated in during break. Students have also learned about the skeletal, muscular, and
circulatory systems through discussions and kinesthetic activities. In this lesson, students will
begin learning about the digestive system. By the end of the lesson, the students will have
performed the process of the digestive system and mapped out the process of the digestive
system using a flow chart.
map out the process of the digestive system using a flow chart. In order to accomplish this,
students will first be discussing what the parts of the digestive system are and what action they
perform to aid in the digestion of food. Students will also be asked why it is important for us to
digest food and what would happen if we didn’t digest food. While this discussion is taking
place, students will also be provided with a visualization of the digestive system to correlate
what is being discussed with a visual. Once the discussion is completed, student will attempt to
act out the steps of the digestive system in order to solidify their understanding of the process.
After doing so, the students will then complete a flow chart to map out the process of the
digestive system.

interactions.
explain change.
Objectives:
● When presented with a flow chart template, students will explain the process of the
digestive system with 80% accuracy.

well as the skeletal, muscular, and circulatory systems. Students should be aware of the
beginning of the digestive system, such as chewing food and swallowing the food, from
their everyday experiences of eating.
● Pre-Assessment: I will be asking students to pretend they are a piece of popcorn that
someone has eaten. This activity will consist of students imagining what actions and parts
of the body that piece of popcorn is going through. I will have students think about this
process, pair up with a partner to discuss their thoughts, and then share their thoughts
with the rest of the class.
● Formative Assessment: I will be using the fist to five method to check for students’
understanding after explaining the actions each part of the digestive system does. I will
also use the fist to five method after the class has acted out the process of the digestive
system.
● Post-Assessment: For a post-assessment, students will be filling in a flow chart to map
out the process of the digestive system.
Academic Language:
Language function: explain the process of the digestive system
Discourse: This lesson encourages discourse because students will be conversing in whole
class discussion about how they believe food is digested and why it’s important to digest food.
They will also be conversing while leading me, acting as a piece of food, through the digestive
process. Students will be using their prior knowledge, developing knowledge and the content
vocabulary below to communicate about the digestive system the way a scientist would. Using
these content vocabulary terms is important because it will help students solidify their
understanding of the digestive system as well as specify what aspect of the digestive system
students are referring to.
Content vocabulary: digest, food, mouth, teeth, saliva, enzymes, esophagus, swallow,
stomach, stomach acid, small intestines, nutrients, large intestines, waste
Materials Needed:
● Projector to show diagram of digestive system, images of enzymes, and images of teeth
● Plastic bag (filled with orange juice and a cracker to simulate stomach)
● Space to simulate digestive system
● Flow chart
● Engagement: Instruct students to pretend they are a piece of popcorn that someone has
eaten. What would that piece of popcorn go through to be digested? Where does this
process start? What actions are being done?
● Exploration: Project imagine of the digestive system and go over the main parts of the
system: mouth, esophagus, stomach, small intestine, and large intestine. Also introduce
the students to other accessory organs of the digestive system: pancreas, liver,
gallbladder, rectum
● Explanation: Discuss what occurs in each part of the digestive system:
○ Mouth: chewing food to break it apart; enzymes in saliva help break down food
○ Esophagus: tube found in your throat the food passes through when you swallow;
leads food to the stomach
○ Stomach: stomach acid further breaks down food; muscles move the stomach’s
walls to mash up food
○ Small intestine: pulls out nutrients from food to send to the bloodstream
○ Large intestines: takes water out of the food and pushes out left over waste
○ Pancreas: produces enzymes that are released into the small intestine to help with
digestion
○ Liver: assists in detoxification, storage, metabolism, and bile production
○ Gallbladder: stores the bile produced in the liver and releases it into the small
intestine to aid digestion
○ Rectum: stores and expels waste
● Elaboration: After reviewing each part of the digestive system, assign each group of
students a part of the digestive system. Have the students reenact the process of digestion
to reinforce the actions each part is responsible for.
● Evaluation: Students will complete a flow chart to explain the process of the digestive
systems. Students also must include the names of the parts that are involved in this
process.
Adaptations: Since the post-assessment is a flow chart that requires writing, I will have an aid in
the classroom, Mrs. Hogan, circulating the room with me in order to help students that struggle
with writing. I believe that this adaption is significant because I will have six special education
students present during this lesson.
human body, such as eating breakfast, lunch, dinner, or a snack. Students will be applying their
prior knowledge to the new information they will be exposed to through visualizations,
discussion, and activities. Understanding information about these body systems is important
because all the body systems work together in order to help us live healthy lives.
students and their experiences with their families and schools because students eat meals at home
with their families and during school with their peers. Therefore, students’ digestive systems are
working while they are at home and at school. This is important because students’ need their
digestive systems to work in order to have energy for activities both at home, like playing with
siblings or relatives or pets, as well as during school, such as participating in class.
Resources:
Next Generation Science Standards:

The Body Systems Lesson Plan:

Digestive System Diagram:

http://ib.bioninja.com.au/standard-level/topic-6-human-physiology/61-digestion-and-absorption/
digestive-system.html
Lesson 5 - Nervous System
3/5/19
Fifth Grade
Nervous System
participated in during break. Students have also learned about the skeletal, muscular, circulatory,
and digestive systems through discussions and kinesthetic activities. In this lesson, students will
begin learning about the nervous system. By the end of this lesson, the students will have
completed multiple activities that require the use of their nervous system. Students will have also
constructed a web of information they learned throughout this lesson.
construct a web of at least three pieces of newly acquired information regarding the nervous
system. In order to accomplish this, students will first be discussing the role of nervous and
movement nervous in the nervous system. They will also be discussing how the nervous system
takes in information about the human body’s surroundings through its senses, and uses this
information to make decisions on how to react. These discussions are paired with three activities,
one completed independently and two completed in pairs, so that students may associate these
concepts and ideas with experiences throughout the lesson. After participating in discussions,
completing activities, and viewing relevant video clips, students will be constructing a web that
includes the new information they learned throughout this lesson.

interactions.
explain change.
Objectives:
● After discussing the nervous system, students will construct a web of at least three pieces
of information they learned about the nervous system.

well as the skeletal, muscular, circulatory, and digestive systems. Students should be
aware that the brain is an internal organ that controls the human body as well as what
humans think.
● Pre-Assessment: For a pre-assessment, I will be asking the students what they know
about the brain, how it works, or how it’s protected. This quick exercise is to tell me what
the students’ prior knowledge is regarding the brain and the nervous system.
● Formative Assessment: For a formative assessment, I will be asking the students
comprehension questions that correspond to the video, such as “Why does it look like
there’s a hole in your hand?”, “Which task was harder – reading the words, or saying the
colors? Why?”, “What are the pathways or cords that connect the senses to your brain?”,
and “What set of nervous leads outward from the brain?” and “Why are movement
nervous important?” I will also conduct a fist to five assessment to gauge students’
perspectives regarding their overall understanding of the nervous system.
● Post-Assessment: For a post-assessment, I will be having students construct a web that
includes at least three pieces of information they learned regarding the nervous system.
Academic Language:
Language function: construct a web of at least three pieces of information
Discourse: In this lesson, students will be engaging in the discourse of discussing how the
nervous system and its nerves connect to the five senses and how humans react to changes
around them. It is important for students to be participating in this discourse because they are
able to both share their thoughts, as well as hear ideas and learn from their peers’ perspectives.
Participating in these discussions also allows students to bounce ideas off of each other, which
may help them think of ideas they wouldn’t have thought of yet independently. In addition, it is
important for students to use the content vocabulary below while engaging in discourse because
specificity will create a clearer understanding of what each student is talking about when sharing
their thoughts. Using the content vocabulary directs students to speak as a scientist would, as
well as solidifies the concepts we are discussing in this lesson.
Content vocabulary: nervous system, senses, sight, smell, hearing, taste, touch, nerves,
movement nervous, illusion, reaction
Materials Needed:
● Twenty pieces of printer paper
● Ten rulers
● Tables for Think Fast experiment
● Twenty webs
● Twenty Pencils
● Projector to play videos
● Engagement: I will be asking the students what they know about the brain, how it works,
or how it’s protected. This quick exercise is to tell me what the students’ prior knowledge
is regarding the brain and the nervous system.
● Exploration: This lesson will revolve around a Mystery Science mystery called “How
does your brain control your body?” After playing the first video clip, I will provide each
student with one piece of paper. The students will roll up this paper, look through the
whole with one eye, and adjust their free hand in front of their other eye to create the
illusion that there is a hole in their hand. We will discuss why students believe it looked
like there was a hole in their hand before moving on.
● Explanation: I will then play the second video clip. Following this, I will group students
in pairs for them to try the next activity. This activity consists of reading the names of
colors at a fast pace, followed by reading the color of the words at a fast pace. After each
partner has had a chance to do both tasks, we will discuss which task the students found
easier to complete and why they think this is so.
● Elaboration: I will then show the third video clip. Following this, students will be
provided with a ruler for the next activity. For this activity, students will be working in
the same partners. One partner will act as the catcher, who catches the ruler as quickly as
possible once it is dropped. The other partner will act as the dropper, who holds the ruler
between the catcher’s fingers and drops it unexpectedly. Students will act as the catcher
three times and as the dropper three times.
● Evaluation: As a closure for this lesson, students will construct a web that contains three
pieces of information they learned about the nervous system. This will assess the
information about the nervous system that each individual student retained from the
lesson.
Adaptations: Since there are special education students who have a difficult time with writing
and phrasing their thoughts into words, I will be asking the assigned aid for this period to help
these students if necessary when they are constructing the web. Providing this additional scaffold
will help ensure that all students are receiving the assistance that they require in order to achieve
the objective.
human body, such as students’ experiences with the five senses or how they react to sudden
changes or events. Students will be applying their prior knowledge to the new information they
will be exposed to through visualizations, discussion, and activities. Understanding information
about these body systems is important because all the body systems work together in order to
help us live healthy lives.
students’ everyday experiences because students are using their nerves and senses throughout
each day to take in information about their surroundings. For instance, when students walk into
the cafeteria during lunch time, they are smelling and seeing the food being served and make the
decision of whether they would like to eat that food or not. Students also use the information
from this lesson throughout their community, such as when they cross the street. Students are
taking in information about their surroundings, such as checking both ways to see if a vehicle is
coming, before making the decision to cross the street.
Resources:

Mystery Science: How Does Your Brain Control Your Body?

https://mysteryscience.com/body/mystery-4/brain-nerves/62?r=48721783#slide-id-0
Lesson 6 - Human Body Systems Jeopardy!

To conclude this learning segment, students will be participating in a
human body systems edition of Jeopardy! The students will be split into
four teams. Each student will collaborate with their team members to
correctly answer questions about the skeletal system, muscular system,
circulatory system, digestive system, and nervous system. Not only does
this activity review the basic information of each body system we
discussed, but it also gives students a enjoyable, interactive way to assess
what knowledge they retained. Conducting a Jeopardy game also
encourages students to practice their skills in communication and
cooperation.
https://jeopardylabs.com/play/body-system-jeopardy-33

Body Systems Unit Plan 2

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Human Body Systems

Grade Level: ​Fifth Grade

1. Introduction to 1 hour 40 minutes This lesson focuses on

2. Skeletal and 1 day 40 minutes Students will spend the

3. Circulatory 1 hour 40 minutes This lesson will include

4. Digestive 1 hour 40 minutes This lesson will include

5. Nervous System 1 hour 40 minutes In this lesson, students

6. Human Body 1 hour 40 minutes In this lesson, students

Common Core State Standard(s)/NYS Standard(s):

Multiple Assessment Strategies:

Common Core State Standard(s)/NYS Standard(s):

Multiple Assessment Strategies:

Perform three physical exercises for thirty seconds each

Next Generation Science Standards

The Body Systems Lesson Plan

Egg and Vinegar Experiment Image

Common Core State Standard(s)/NYS Standard(s):

Multiple Assessment Strategies:

Language function: ​Measure their heart rate

Perform the cycle of the circulatory system

Next Generation Science Standards

The Body Systems Lesson Plan

Circulatory System video

Schoolhouse Rock – Do the Circulation video

Common Core State Standard(s)/NYS Standard(s):

Multiple Assessment Strategies:

​Language function:​ explain the process of the digestive system

Next Generation Science Standards:

The Body Systems Lesson Plan:

Digestive System Diagram:

Common Core State Standard(s)/NYS Standard(s):

Multiple Assessment Strategies:

​Language function:​ construct a web of at least three pieces of information

The Body Systems Lesson Plan

Mystery Science: How Does Your Brain Control Your Body?

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Grade Level: Fifth Grade

Language function: Measure their heart rate

Language function: explain the process of the digestive system

Language function: construct a web of at least three pieces of information